cal aero preserve academy - chino valley unified school ... · pdf filecal aero preserve...

2015-16 School Accountability Report Card for Cal Aero Preserve Academy of 13

Cal Aero Preserve Academy

15850 Main Street • Chino, CA 91708 • 909-606-8531 • Grades K-8 Shawna Petit-Dinkins, Ed.D., Principal [email protected]

www.chino.k12.ca.us

2015-16 School Accountability Report Card

Published During the 2016-17 School Year

----

----

Chino Valley Unified School District

5130 Riverside Drive Chino, CA 91710-4130

(909) 628-1201 www.chino.k12.ca.us

District Governing Board

Sylvia Orozco, President

Pamela Feix, Vice President

James Na, Clerk

Andrew Cruz, Member

Irene Hernandez-Blair, Member

Carlos Ruelas, Student Representative

District Administration

Wayne M. Joseph Superintendent

Norm Enfield, Ed.D. Deputy Superintendent

Sandra Chen Assistant Superintendent, Business

Services

Lea Fellows Assistant Superintendent, Human

Resources

Grace Park, Ed.D. Assistant Superintendent,

Curriculum, Instruction, Innovation, and Support

Gregory J. Stachura Assistant Superintendent,

Facilities, Planning & Operations

---- ----

School Description Cal Aero Preserve Academy is a learning community in which we strive to positively affect student outcomes through all school endeavors. We maintain a focus on student achievement while nurturing the social and emotional growth of our students. In partnership with students, their families, and our community, Cal Aero Preserve Academy's mission is to be a caring and accepting place where all students achieve academic and social success. Our pleasant environment is an inviting place where we advance community partnerships. It is the purpose of our teachers, support staff, and administrators to project an accepting and empathetic attitude toward students that enhances their capacity for meeting rigorous academic standards. The Cal Aero Preserve Academy staff is committed to actively engaging students in meaningful learning activities. We utilize state and district adopted curriculum and programs within all our Kindergarten through 8th grade classrooms to provide significant learning experiences for our students. We also offer and utilize supplemental programs like music, drama, 21st Century Skills, and technology education to enhance our core programs and student learning. Our highly committed staff at Cal Aero Preserve Academy motivates students to meet the challenges of our technologically advanced, ever-changing global society and sustain lifelong learning. Please do not hesitate to call or stop by our office for more information.


About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California

Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

2015-16 Student Enrollment by Grade Level

Grade Level Number of Students

Kindergarten 110

Grade 1 133

Grade 2 119

Grade 3 132

Grade 4 125

Grade 5 137

Grade 6 119

Grade 7 117

Grade 8 119

Total Enrollment 1,111

2015-16 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 6.8

American Indian or Alaska Native 0

Asian 22

Filipino 8.6

Hispanic or Latino 35

Native Hawaiian or Pacific Islander 0.6

White 26

Two or More Races 1.1

Socioeconomically Disadvantaged 27

English Learners 8.5

Students with Disabilities 9.9

Foster Youth 0

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully

credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.

Teacher Credentials

Cal Aero Preserve Academy 14-15 15-16 16-17

With Full Credential 36.7 47.1 52

Without Full Credential 1 1.5 0

Teaching Outside Subject Area of Competence 0 0 0

Chino Valley Unified School District 14-15 15-16 16-17

With Full Credential ♦ ♦ 52

Without Full Credential ♦ ♦

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School

Cal Aero Preserve Academy 14-15 15-16 16-17

Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0.2 0

* “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers

2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 93.3 6.7

Districtwide

All Schools 97.0 3.0

High-Poverty Schools 95.4 4.6

Low-Poverty Schools 98.6 1.4

* High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) On October 6, 2016, the Chino Valley Unified School District’s (CVUSD) Board of Education held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Board of Education adopted Resolution 2016/2017-10 which certifies as required by Education Code 60119 that (1) sufficient textbooks and instructional materials have been provided to each student, including English learners, that are aligned to the academic content standards and consistent with the cycles and context of the curriculum frameworks in the following subjects: history/social science, mathematics, reading/language arts, and science, (2) sufficient textbooks or instructional materials were provided to each pupil enrolled in foreign language or health classes, (3) laboratory equipment was available for science laboratory classes offered in grades 9-12, inclusive. Textbooks and instructional materials are provided for each student for use in class and to take home. It was determined that each pupil in each school has sufficient textbooks and instructional materials that are aligned to the academic content standards in the core subject areas for the 2016/2017 school year. *Please note: In reference to materials not from a most recent State Board adoption: For grades K-6, CVUSD elected to wait for new additions of State Board approved materials that would be aligned with current Common Core State Standards. To ensure alignment with current state standards, the K-6 Houghton Mifflin Company; HM California Reading textbook was supplemented with English Language Arts (ELA) units of study that were written by our ELA teachers using the rigorous curriculum design model, while also focusing on Common Core State Standards. In November 2015, the California State Board of Education approved a list of ELA/ELD programs for districts to consider for their new adoption. CVUSD studied the program options available, and continued to use and refine the ELA/ELD Units of Study in order to make an informed choice for the new adoption. In April 2016, the K-6 Adoption Committee was formed and began the adoption process. In mid-May, the K-6 Adoption Committee voted to only pilot McGraw Hill in 40 classrooms across the District and in 20 schools. In January 2017, the new K-6 ELA/ELD materials will be submitted for Board approval. Once Board approved, these materials will be available in classrooms in the 2017-2018 school year. For grades 7-8, CVUSD elected to wait for new additions of State Board approved materials that would be aligned with current Common Core State Standards. To ensure alignment with current state standards, the McDougal Littell Reading and Language Arts textbook is being supplemented with English Language Arts (ELA) units of study that were written by our ELA teachers using the rigorous curriculum design model. These supplemental units were focused on Common Core State Standards.

Textbooks and Instructional Materials

Year and month in which data were collected: October 2016

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts TK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plus additional components) (Adopted: 2012) K-6 Houghton Mifflin Company; HM California Reading (Adopted: 2003) 7-8 McDougal Littell; McDougal Littell Reading and Language Arts Program Adopted: 2003) 7-8 Scholastic; Read 180 (Adopted: 2011)

The textbooks listed are from most recent adoption: No

Percent of students lacking their own assigned textbook: 0

Mathematics TK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plus additional components) (Adopted: 2012) TK Center for Innovation in Education; Math Their Way (Adopted: 2012) K-5 Pearson Scott Foresman; enVision Math California (Adopted: 2014) 6 Houghton Mifflin & Harcourt, Big Ideas Math, Course 1, Course 2, and Course 3 (Adopted: 2015) 7-8 Houghton Mifflin & Harcourt, Big Ideas Math, Course 1, Course 2, and Course 3 (Adopted: 2015)

The textbooks listed are from most recent adoption: Yes



Textbooks and Instructional Materials

Year and month in which data were collected: October 2016

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Science TK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plus additional components) (Adopted: 2012) K-5 Houghton Mifflin Company; Houghton Mifflin California Science (Adopted: 2008) 6 Pearson Scott Foresman; Scott Foresman Focus on California Earth Science (Adopted: 2008) 7-8 Pearson Prentice Hall; Prentice Hall California Science Explorer, Focus on Earth, Life, and Physical Science (Adopted: 2008)



History-Social Science TK MacMillan/McGraw-Hill; Little Treasurers (All Day National Kit, Read Aloud Big Books, Trade Books, plus additional components) (Adopted: 2012) K-5 Harcourt School Publishers; Reflections: California Series (Adopted: 2007) 6 Holt, Rinehart and Winston; Holt California Social Studies (Adopted: 2007) 7-8 Holt, Rinehart and Winston; Holt California Social Studies (Adopted: 2007)



School Facility Conditions and Planned Improvements (Most Recent Year) The Chino Valley Unified School District provides a safe, clean environment for students, staff, and parents. Custodians ensure classrooms, restrooms, and campus grounds are kept clean and safe. A scheduled maintenance program is in place to keep all classrooms and facilities well-maintained and provide an environment that is conducive to learning. The school site complies with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Safety concerns are the number one priority of Chino Valley Maintenance and Operations department. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Classrooms, bathrooms, and general areas are kept in good repair and receive basic cleaning on a daily basis. Detailed cleaning is done during vacation periods.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: July 2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X Room: B113 - Replace cover Deficiencies were corrected on or before December 30, 2016.

Interior: Interior Surfaces

X Rooms: Workroom, B105 hallway, B101 hallway, workroom, D workroom, D105 hallway, F107, C10, bell band room - Ceiling tiles missing Rooms: B121, C116 - Replace/repair drawer/cabinet Room: C101 hallway - Unsafe carpet condition Room: Youth activity room - Walls damaged from cracks, tears, holes, water Deficiencies were corrected on or before December 30, 2016.


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: July 2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X Rooms: B105 hallway, gym - Dirty walls/baseboard Rooms: B105 hallway, F104 - Evidence of pest infestation Deficiencies were corrected on or before December 30, 2016.

Electrical: Electrical

X Rooms: Admin office, 2, computer 1, C119, D123, D121, F106, youth activity room, workout room, gym -Light fixture not working Rooms: Staff lounge, 1, B111, B121, C120, F101, F103, F104 - Replace lamps Rooms: Computer 1 & 2, kinder 1, 2, & 3, B-105 hallway, B123, B112, F110 - Electrical outlet covers/light switch covers damaged/missing Room: C105 hallway - Exposed wires Room: F104 - Fans not working Deficiencies were corrected on or before December 30, 2016.

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X Rooms: 1, 2, B112, D109, F101, D110 - Water pressure inadequate Deficiencies were corrected on or before December 30, 2016.

Safety: Fire Safety, Hazardous Materials

X Room: C113 - Fire extinguisher repair door Room: Gym - Fire extinguisher blocked Deficiencies were corrected on or before December 30, 2016.

Structural: Structural Damage, Roofs

X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Rating Exemplary Good Fair Poor

---------- X


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses

that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

2015-16 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

14-15 15-16 14-15 15-16 14-15 15-16

ELA 67 65 56 59 44 48

Math 55 56 43 47 34 36

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 90 82 80 67 64 63 60 56 54

* Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Grade Level

2015-16 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---5--- 17.7 23.1 40.8

---7--- 10.5 29 46.8 * Percentages are not calculated when the number of students tested is ten or

less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 267 255 95.5 79.6

Male 130 125 96.2 79.2

Female 137 130 94.9 80.0

Black or African American 17 15 88.2 66.7

Asian 59 56 94.9 87.5

Filipino 26 26 100.0 76.9

Hispanic or Latino 87 84 96.6 69.1

White 77 73 94.8 89.0

Socioeconomically Disadvantaged 65 64 98.5 68.8

English Learners 17 16 94.1 31.3

Students with Disabilities 28 26 92.9 53.9 * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students

who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 3 137 131 95.6 64.1

4 137 131 95.6 60.3

5 143 134 93.7 66.4

6 119 117 98.3 56.4

7 129 119 92.3 66.1

8 123 121 98.4 76.0

Male 3 72 68 94.4 63.2

4 75 73 97.3 60.3

5 73 69 94.5 53.6

6 67 65 97.0 52.3

7 77 71 92.2 62.0

8 56 55 98.2 69.1

Female 3 65 63 96.9 65.1

4 62 58 93.5 60.3

5 70 65 92.9 80.0

6 52 52 100.0 61.5

7 52 48 92.3 72.3

8 67 66 98.5 81.8

Black or African American 3 12 12 100.0 41.7

5 13 11 84.6 63.6

Asian 3 29 27 93.1 77.8

4 27 27 100.0 85.2

5 28 25 89.3 68.0

6 22 22 100.0 90.9

7 21 18 85.7 83.3

8 31 31 100.0 83.9

Filipino 4 11 11 100.0 81.8

5 15 15 100.0 86.7

6 12 11 91.7 81.8

8 11 11 100.0 72.7

Hispanic or Latino 3 48 45 93.8 53.3

4 53 50 94.3 42.0

5 43 41 95.3 51.2

6 45 45 100.0 44.4

7 52 48 92.3 55.3

8 44 43 97.7 67.4


School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

White 3 36 35 97.2 77.1

4 34 32 94.1 65.6

5 44 42 95.5 73.8

6 29 28 96.5 46.4

7 31 29 93.5 75.9

8 32 31 96.9 80.7

Socioeconomically Disadvantaged 3 35 33 94.3 36.4

4 44 42 95.5 52.4

5 34 33 97.1 42.4

6 33 33 100.0 42.4

7 38 35 92.1 47.1

8 31 31 100.0 67.7

English Learners 3 22 20 90.9 65.0

4 12 12 100.0 50.0

Students with Disabilities 3 15 15 100.0 40.0

4 19 18 94.7 33.3

5 16 16 100.0 12.5

6 12 12 100.0 25.0

7 18 18 100.0 50.0

8 12 10 83.3 40.0

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.


School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

All Students 3 137 131 95.6 71.8

4 136 131 96.3 49.6

5 143 133 93.0 47.7

6 119 117 98.3 53.0

7 129 121 93.8 62.0

8 129 121 93.8 62.0

Male 3 72 68 94.4 77.9

4 75 74 98.7 55.4

5 73 69 94.5 49.3

6 67 65 97.0 52.3

7 77 72 93.5 58.3

8 77 72 93.5 58.3

Female 3 65 63 96.9 65.1

4 61 57 93.4 42.1

5 70 64 91.4 46.0

6 52 52 100.0 53.9

7 52 49 94.2 67.3

8 52 49 94.2 67.3

Black or African American 3 12 12 100.0 41.7

5 13 11 84.6 63.6

Asian 3 29 27 93.1 88.9

4 27 27 100.0 88.9

5 28 25 89.3 72.0

6 22 22 100.0 90.9

7 21 19 90.5 94.7

8 21 19 90.5 94.7

Filipino 4 11 11 100.0 63.6

5 15 15 100.0 66.7

6 12 11 91.7 63.6

Hispanic or Latino 3 48 45 93.8 55.6

4 53 51 96.2 33.3

5 43 41 95.3 24.4

6 45 45 100.0 40.0

7 52 48 92.3 50.0

8 52 48 92.3 50.0


School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

White 3 36 35 97.2 85.7

4 33 31 93.9 45.2

5 44 41 93.2 45.0

6 29 28 96.5 50.0

7 31 29 93.5 62.1

8 31 29 93.5 62.1

Socioeconomically Disadvantaged 3 35 33 94.3 42.4

4 44 42 95.5 40.5

5 34 33 97.1 33.3

6 33 33 100.0 36.4

7 38 36 94.7 44.4

8 38 36 94.7 44.4

English Learners 3 22 20 90.9 85.0

4 12 12 100.0 50.0

Students with Disabilities 3 15 15 100.0 60.0

4 19 18 94.7 38.9

5 16 16 100.0 18.8

6 12 12 100.0 33.3

7 18 18 100.0 38.9

8 18 18 100.0 38.9

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17) Parental involvement is an essential component in helping to educate our students at Cal Aero Preserve Academy. Parents and community members are very supportive of the educational program at Cal Aero Preserve Academy and parents are encouraged to become involved in the education of their children by volunteering at the school, participating in school activities, and joining school committees and councils. To that end, Cal Aero Preserve Academy has exceptional parent participation at many different levels. The Preserve Academy PTA provides varied educational enhancements, not only through funding, but also by being actively involved in all school related programs. The PTO supports the instructional program by providing funding and/or volunteers for various instructional support programs. The PTO also supports social opportunities for students and their families with family fun nights and various parent/student activities. Daily classroom and co-curricular activities beckon parents to become involved. Parents participate in PTA forums and school sponsored parent education opportunities to learn about and give input into current events taking place at the school. The Cal Aero Preserve Academy School Site Council, composed of staff and parents, reviews the instructional program and approves funding for supplementary educational materials, support technology, and staff professional development. Additional opportunities for parent and community involvement and input include participating in our English Learner Advisory Committee, Safety Committee, and GATE Advisory Committee. Each of these important advisory committees meets regularly throughout the year and all interested parents and community members are invited to attend.


State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan Each school has a detailed School Site Safety Plan for emergencies. Each staff member is assigned a specific responsibility in the event of an emergency. Staff members are trained in the plan’s components and procedures. Fire, earthquake, and intruder drills are held on a regular basis so that all students and staff are familiar with emergency procedures. Emergency supplies are located on each campus in the event of an emergency. Assigned staff monitors school grounds daily before, during, and after school. The District policy regarding campus visitors is enforced by requiring everyone to check in at the school office and obtain a visitor’s badge. A visitor sign-in log is located in the school office and all visitors must sign in before going onto the campus. In addition, all visitors must wear an identifying badge while on campus. To increase security, all gates remain locked during the school day, so visitors must enter campus through the school office. The Chino Valley Unified School District is committed to providing an environment that fosters health and safety, in both form and function. This commitment extends to the process of developing and maintaining a comprehensive Emergency and Disaster Preparedness Plan as a part of the District’s Safe Schools Plan and is evident from the individual site to the overall District. These plans delineate actions to protect all students while they are at school. The plans are designed with the help of security staff members, local law enforcement, local fire, and emergency management, and public health officials as required by Education Code 32280-32282. Plans are reviewed and updated yearly in accordance with Education Code 32286. These plans include procedures to respond to critical incidents, such as fire, earthquake, or intruders. School personnel practice these drills regularly. The primary purpose of the Chino Valley Unified School District Emergency and Disaster Preparedness Plan is to define roles and responsibilities at the site and between the site and district office management. The Emergency and Disaster Preparedness Plan establishes the minimum requirements for school and site plans throughout the District. This Plan meets the requirements of the Standardized Emergency Management System (SEMS) as mandated by California Code of Regulations, Sections 2400-2450, and the National Incident Management System (NIMS) as mandated by Government Code 8607. It also meets the requirements for earthquake preparedness found in Title 5 (California State Education Code, Sections 35295-35297).

Suspensions and Expulsions

School 2013-14 2014-15 2015-16

Suspensions Rate 1.6 1.0 1.4

Expulsions Rate 0.0 0.0 0.1

District 2013-14 2014-15 2015-16



State 2013-14 2014-15 2015-16




D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

2016-17 Federal Intervention Program

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2009-2010

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 13

Percent of Schools Currently in Program Improvement 86.7

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 0.5

Counselor (Social/Behavioral or Career Development)

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional) 0.4

Psychologist------- 0.6

Social Worker-------

Nurse------- 0.6

Speech/Language/Hearing Specialist 1.5

Resource Specialist-------

Other-------

Average Number of Students per Staff Member

Academic Counselor------- * One Full Time Equivalent (FTE) equals one staff member working full time;

one FTE could also represent two staff members who each work 50 percent of full time.

Average Class Size and Class Size Distribution (Elementary)

Grade Average Class Size

Number of Classrooms*

1-20 21-32 33+

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

K

25 25 22 1 1 1 3 4 4 0

1

30 25 26 1 0 4 4 5 0

2

31 25 24 1 0 4 4 5 0

3

30 25 27 1 0 3 4 5 0

4

31 30 31 0 4 4 4 0

5

31 31 27 0 3 4 5 0

6

27 30 29 1 0 4 4 4 0

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

Subject 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

English------- ----------

19 24 24 6 3 17 4 2 3 2 5 1

Mathematics ----------

20 28 20 5 1 7 6 2 5 3 1

Science------- ----------

26 29 24 2 1 7 3 3 5 3 4 1

Social Science ----------

26 29 25 3 1 5 3 4 4 2 4 2

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Professional Development provided for Teachers The Chino Valley Unified School District is committed to high quality Professional Learning to support the instructional capacity of teachers and leaders. Professional learning opportunities are aligned to CVUSD’s Area of Emphasis for Common Core ELA, Common Core Math, 4C’s-Critical Thinking, Student Behavior, Instructional Technology and Formative Assessments. These areas were identified by the Teaching and Learning Task Force as focus areas for our district in 2015-16. Professional learning opportunities are evaluated through survey results, feedback, and next steps from End-Users. Professional learning opportunities are varied in its delivery: district-wide days during school hours, after-school workshops and volunteer sessions. Implementation for learning is supported through Site-Based PD from Site Administrators and coaching opportunities from Intervention Specialists.


FY 2014-15 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $45,894 $45,092

Mid-Range Teacher Salary $72,057 $71,627

Highest Teacher Salary $96,096 $93,288

Average Principal Salary (ES) $114,607 $115,631

Average Principal Salary (MS) $118,830 $120,915

Average Principal Salary (HS) $130,574 $132,029

Superintendent Salary $230,000 $249,537

Percent of District Budget

Teacher Salaries 43% 37%

Administrative Salaries 5% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

6,692 1,553 5,139 72,886

District-------

♦ ♦ 6,192 $81,554

State------- ♦ ♦ $5,677 $75,837

Percent Difference: School Site/District -17.0 -10.6

Percent Difference: School Site/ State -9.5 -3.9

* Cells with ♦ do not require data.

Types of Services Funded The district's general fund includes monies for: 1. General operations- services, materials, and support to the general education. 2. Specific education-programs offering appropriate, individualized education to students with special needs. 3. Special projects- monies from agencies (e.g., federal, state) earmarked for specific services. 4. Transportation 5. Maintenance and operations 6. District administration 7. LCFF/LCAP- Serves targeted students of the district See District's LCAP plan located on www.cvusd.k12.ca.us Each school in the district receives an instructional budget based upon enrollment, programs and on formulas set by the Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding agencies.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

http://www.cde.ca.gov/ds/fd/cs/

cal aero preserve academy - chino valley unified school ... · pdf filecal aero preserve...

Documents